Comparative data and results of validation and standard-setting studies are presented for five subject-matter tests for teacher certification in two states. The five tests evaluated were available from the Educational Testing Service (ETS): one National Teacher Examination specialty area test (special education); and four tests from a consortium of state-sponsored testing programs and ETS (teaching hearing impaired students; teaching visually impaired students; health education; and marketing and distributive education). In each state, personnel from higher education reviewed test content, representatives of local school districts made judgments about job relevance, and groups of both from each specialized area estimated performance on each item for minimally qualified applicants. Panel sizes were: (1) content--State A, 6 to 11, and State B, 6 to 11; (2) job relevance--State A, 8 to 11, and State B, 9 to 13; and (3) knowledge--State A, 15 to 19, and State B, 18 to 22. In each state a Standards Committee--State A (n=14) and State B (n=17)--of lay members and educators made validity decisions and recommended minimum qualifying scores. In State A a minimum scaled score was recommended for each of the five tests, but in State B a recommendation was only made for the special education test, as it was considered that normative data for the other tests were not yet adequate. These results, especially the different approaches of the two Standards Committees, emphasize the importance of determining validity and minimum performance standards for teacher certification examinations at the state level. Six tables present study data. (SLD)